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Put the Ed before the Tech in #EdTech.

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Hattie Barometer. Click to find out more.
What's the point?

This wiki seeks to:
  • Identify high-impact teaching practices, according to Hattie's Visible Learning meta-analyses
    • Give teachers direction on how these practices can be implemented or strengthened.
    • Identify tech-related tools and strategies that teachers can use to enhance these practices where appropriate.
  • Identify lower-impact teaching practices, according to Hattie's Visible Learning meta-analyses.
    • Identify tech-related tools and strategies that teachers can use to make these practices more effective.

external image visible-learning-for-teachers-by-john-hattie-book-cover.pngWhy connect this to Hattie's Visible Learning meta-analyses?
  • The work of Hattie (and Marzano et al) is a strong evidence-base for deciding on which educational interventions to deploy in our classes.
    • To identify what works well, and what needs to be enhanced
    • To help teachers improve their teaching practices based on evidence (and to "know their impact")
    • To help teachers engage in educational technologies that will allow them to have a greater impact


Find out more about Hattie's meta-analyses and 'impact size' here.
Some hey quotes from Hattie, (which can be summed up as "Know Thy Impact").
  • "What is most important is that teaching is visible to the student and learning is visible to the teacher."
  • "Teachers [should] see themselves as evaluators of their effects on students. Teachers need to use evidence-based methods to inform, change and sustain these evaluation beliefs about their effect."
  • "Visible Learning has summed up what has happened... the findings should be an invitation to change."

Who should use it and how?
  • Teachers looking to strengthen teaching practices, where tech solutions may be of help
  • Leaders seeking to help others develop their teaching practices and EdTech integration

Index: Ranking of Impact Sizes

These will link to sub-pages that:
  • Outline the intervention and the impact size
  • Identify tech-related tools that teachers can use to enhance their own practices.

Remember: almost all interventions cause learning (d>0.0). d=0.4 is the 'hinge point' - the average of all effects)
Effective strategies that can be enhanced with EdTech. Strategies that might be improved with effective use of EdTech.
Project aim: populate pages of those interventions that are high-impact, high-importance or easiest to address, then grow from there.
Effect Size
 High-Impact Interventions (d=0.41 or higher)..........
("enhanced effects" have d>0.6)
 ..............
 Effect Size
 Low-Impact Interventions (d=0.4 or lower).............
(average of all effects is d=0.4)
(d=1.44)
 Self-reporting grades (self-assessment and action)
(d=0.40)
 Social skills programmes
(d=0.90)
 Formative evaluation (formative assessment)
(d=0.40)
 Reducing anxiety
(d=0.88)
 Micro-teaching
(d=0.39)
 Integrated curriculum programmes
(d=0.88)
 Acceleration
(d=0.39)
 Enrichment
(d=0.80)
 Classroom behaviour
(d=0.38)
 Time on task
(d=0.75)
 Teacher clarity
(d=0.37)
 Computer-assisted instruction
(d=0.74)
 Reciprocal teaching (peer-teaching)
(d=0.34)
 Frequent/ effects of testing
(d=0.73)
 Feedback
(d=0.33)
 Simulations
(d=0.72)
 Teacher-student relationships
(d=0.31)
 Inquiry-based teaching
(d=0.71)
 Spaced vs mass-practice
(d=0.30)
 Ability-grouping for gifted students
(d=0.69)
 Meta-cognitive strategies
(d=0.29)
 Use of calculators
(d=0.67)
 Prior achievement
(d=0.24)
 Competitive vs individualistic learning
(d=0.67)
 Vocabulary programmes
(d=0.22)
 Teaching test-taking
(d=0.65)
 Creativity programmes
(d=0.22)
 Visual/ audio-visual methods
(d=0.64)
 Homework (high school)
(d=0.19)
 Learning hierarchies
(d=0.64)
 Self-verbalisation/ self-questioning
(d=0.18)
 Web-based learning
(d=0.62)
 Professional development
(d=0.15)
 Problem-based learning
(d=0.61)
 Problem-solving teaching
(d=0.09)
 Teacher subject-matter knowledge
(d=0.60)
 Phonics instruction
(d=0.09)
 Distance education
(d=0.59)
 Cooperative vs individualistic learning
(d=0.04)
 Student control over learning
(d=0.59)
 Study skills


(d=0.59)
 Direct instruction


(d=0.58)
 Comprehension programmes


(d=0.59)
 Mastery learning


(d=0.57)
 Worked examples


(d=0.57)
 Concept mapping


(d=0.56)
 Goals


(d=0.55)
 Peer tutoring


(d=0.54)
 Cooperative vs competitive learning


(d=0.53)
 Classroom cohesion


(d=0.52)
 Classroom management


(d=0.52)
 Interactive video methods


(d=0.51)
 Parental involvement


(d=0.49)
 Small group learning


(d=0.48)
 Concentration/ persisitence/ engagement


(d=0.47)
 Early intervention


(d=0.46)
 Questioning


(d=0.48)
 Writing programmes


(d=0.43)
 Expectations


(d=0.43)
 Self-concept


(d=0.41)
 Matching style of learning


Source: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

Many factors that teachers cannot influence in class are not included.